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    Formal Proposal to Solve Problem for Local Community

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    Formal Proposal

    How would I write a seven page Formal Proposal about a company that has asked me to provide a proposal to solve a problem in my local community ? The proposal should include:

    1. Cover/Title Page
    2. Letter/Memo of Transmittal
    3. Table of Contents
    4. Executive Summary
    5. Introduction
    6. Discussion Sections
    7. Conclusion
    8. Appendices (include an APA style Reference Page)

    Here is a list of sample topics:
    1. Planned construction (roads, shopping centers, etc.)
    2. Pensions for public employees
    3. Improvements in public education
    4. Advertising local businesses

    I need help getting this project completed, so please send me either information on how to write this or an example.

    © BrainMass Inc. brainmass.com February 24, 2021, 9:02 pm ad1c9bdddf

    Solution Preview

    I have included a few examples templates, and one example proposal on improving education.

    Promoting Non formal education among young women with disabilities for self reliance and independent living in State, Nigeria


    Reference: www.globalhand.org/system/assets/.../original/Proposal%20HFDI.doc?
    The country operational headquarter Contact Address:
    2c Oyedokun Street, Agowande Area, Igbona,
    P.O. Box 439 Osogbo, Osun State, Nigeria
    Phone: 08067262666 or 08033404657
    E-email: [email protected]
    Contact Person: Mr. AREMU Stephen 08067262666
    Promoting Non formal education among young women with disabilities for self reliance and independent living in State, Nigeria
    The United Nations estimates that there are about 800 million people in the world who cannot read or sign their own name. Most of these people live in Africa, South and East Asia and the Arab states and two thirds of them are women. Since 1999, when Nigeria returned to democracy, education has been a key sector in ongoing socio-economic reforms. The adoption of the Education for All (EFA) goals in Dakar brought a significant shift in the position of Nigeria on adult and non-formal education. Nigeria's 2004 National Policy on Education placed great emphasis on adult and non-formal education and focused on the education of marginalized groups, including nomads and migrants, girls and women, street children and the persons with disabilities. As before, federal agencies are responsible for policy and for the implementation of adult and non-formal education.
    According to the 2006 census figure, Nigeria has an estimated population of 140,000,000 and the illiteracy rate of the country is close to 50 percent. The national literacy rate for female is about 56% while that of male is 72%. The government made a lot of effort promoting nationwide literacy and life-skills programmes and this has resulted in different educational policies with the current being the Universal Basic Education which came as a replacement for the Universal Primary Education. In real sense, non formal education in Nigeria is perceived as a foot note or an appendage when discussing issues of education as everything about education revolves around schooling. The 9-3-4 system of education was designed in conformity with the MDGs and education for all (EFA) (Kayode, 2006). This accounts for why government spends so much money on the formal aspect of Universal Basic Education, to the neglect of the non-formal. Most state governments do not even bother about non-formal education, even though the law passed by the National Assembly states, in its definition, that basic education includes non-formal, adult and nomadic education. In the distribution of resources however, non-formal and nomadic education is omitted creating an impression that they are less important.
    Although different state governments had established mass literacy agencies such agencies are most of the time underfunded. The implication is that majority of Nigerians will continue to be denied access to literacy with over 50,000,000 Nigerians falling into this category. Most hit are women, who as a result of socio-cultural belief are thought not to be in need of education. Worst still among this category are female with disabilities who are perceived as outcast and consequently relegated to the background in the scheme of things. Apart from the fact that they do not have equal access to formal education like their able counterparts, provision is not also made to provide life skills programmes that can assist them weather the storms of life in a world in which they are highly discriminated against. Reaching the millennium development goal of eradicating extreme poverty and achieving universal basic education as well as empowerment of women to which governments across board in Nigeria are committed may be a mirage if the non-formal educational sector is not well funded to meet the growing needs of different categories of stakeholder.
    Problem Statement
    Education is the greatest legacy that can be bequeathed to any generation and this account for why countries the world over make concerted efforts to ensure the provision of qualitative education to their teeming masses. The fact that there is a strong relationship between education and poverty cannot be over emphasized. According to the World Bank findings, disability is associated with twenty per cent of global poverty. Nigeria has an estimated population of 140,000,000 and the illiteracy rate of the country is close to 50 percent. The national literacy rate for female is about 56% while that of male is 72% confirming the fact that education of women generally is low compared to that of male. This difference in literacy rate may be predicated on socio-cultural factors that place the male above female in terms of access to opportunities.

    Many of the issues that are faced by women in general in a male dominated society such as limited access to education and employment, the problems arising from traditional/cultural practices that tend to seclude women from public life, and so on, also have an impact on women with disabilities. Disability inadvertently leads to inequality and marginalization of both men and women with consequences that are better imagined than experienced.

    For instance, only 2 per cent of children with disabilities in the developing world receive any education or rehabilitation. Similarly, in employment for example, persons with disabilities are reported to have twice the rate for non-participation in the labour market as compared to persons without disabilities. The unemployment rate for persons with a severe disability is about three times the level for persons without disabilities. Workers with disabilities typically receive a lower wage than others and are likely to be thrice out of job than their counterparts without disabilities. Although disability affects both male and female, persons with disabilities are not a homogenous group. Women with disabilities from developing countries face certain unique disadvantages compared with men with disabilities.

    If the United ...

    Solution Summary

    The formal proposal to solve problems for local community are determined.